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Dissertations / Theses on the topic 'Indian Americans'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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1

Calfee, David Kent. "Prevailing Winds: Radical Activism and the American Indian Movement." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0529102-122615/unrestricted/CalfeeD061302a.pdf.

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2

Rodríguez, Loyda. "Arranged marriages among first generation Indian Americans." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/41327.

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3

Shah, Sahil Ashwin. "South-Asian American and Asian-Indian Americans Parents: Children's Education and Parental Participation." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1325.

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Parental participation supports students' academic success and increases positive peer interactions. Prior to the 1980s, parental participation was viewed as a unidimensional construct; however, it has since been understood as a multidimensional one. Studies from Epstein have demonstrated that culture, community, and family structures are some of the many factors that affect parental participation. In addition, Huntsinger and Jose have demonstrated that Asian-American parents participate in their children's education differently than do European Americans, yet research has not examined the specificities of South-Asian Americans' (SAAs) and Asian-Indian Americans' (AIAs) parental involvement. There are 6 recognized methods that parents can use to participate in their child's education. Assuming that the methods of participation used by parents can affect their children's academic performance and social development, the purpose of this study was to examine these methods of parental participation with respect to AIAs and SAAs. Using Epstein's questionnaire, 308 AIA/SAA parents were recruited who had a child born in the United States and who was attending a U.S. school between kindergarten and Grade 2 at the time of the study. MANOVA and ANOVA tests were used to calculate whether a significant difference existed amongst the 6 methods of parental participation, based on the gender of the parent or the gender of the child. There was no significant preference among the 6 methods of parental participation, nor was any difference found that related to the gender of the child. However, the results indicated that mothers were more involved than fathers in their child's education, although there was no preference among the 6 methods. Given the lack of clear direction emergent in these findings, implications for future research to further the understanding of parental participation of SAA/AIA are discussed.

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4

Srinivasan, Ragini Tharoor. "The Smithsonian Beside Itself: Exhibiting Indian Americans in the Era of New India." University of Minnesota Press, 2015. http://hdl.handle.net/10150/625791.

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5

Squetimkin-Anquoe, Annette. "Urban Indian Perspectives of Traditional Indian Medicine." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1370380339.

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6

Sinha, Cynthia B. "Dynamic Parenting: Ethnic Identity Construction in the Second-Generation Indian American Family." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/sociology_diss/59.

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This study explores Indian culture in second-generation Indian American families. For the most part, this generation was not socialized to Indian culture in India, which raises the question, how do parents maintain and teach culture to their third-generation children? To answer this question, I interviewed 18 second-generation Indian American couples who had at least one child. Rather than focus on how assimilated or Americanized the families were, I examine the maintenance of Indian culture. Instead of envisioning culture as a binary between “Indian” and “American,” second-generation parents often experience “Indianness” and “Americanness” as interwoven in ways that were not always easily articulated. I also explore the co-ethnic matrimonial process of my participants to reveal the salience of Indian-American identity in their lives. A common experience among my participants was the tendency of mainstream American non-Indians to question Indian-Americans about India and Indian culture. My participants frequently were called upon to be “cultural ambassadors” to curious non-Indians. Religion served as a primary conduit for teaching Indian culture to third-generation children. Moreover, religion and ethnic identity were often conflated. Mothers and fathers share the responsibility of teaching religion to third-generation children. However, mothers tend to be the cultural keepers of the more visible cultural objects and experiences, such as, food, clothing, and language. Fathers were more likely to contribute to childcare than housework. The fathers in my study believe they father in a different social context than their fathers did. By negotiating Indian and American culture, fathers parent in a way that capitalizes on what they perceive as the “best of both worlds.” Links to the local and transnational community were critical to maintaining ties to other co-ethnics and raising children within the culture. Furthermore, most of the parents in my study said they would prefer that their children eventually marry co-ethnics in order to maintain the link to the Indian-American community. Ultimately, I found that Indian culture endures across first- and second-generation Indian Americans. However, “culture” is not a fixed or monolithic object; families continue to modify traditions to meet their emotional and cultural needs.

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7

Jacobs, Michelle R. "Negotiating American Indian Identity in the Land of Wahoo." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1342364012.

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8

Lambha, Meenakshi Brestan Elizabeth V. "Reports of child conduct problems and parenting styles among Asian Indian mothers in the United States." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Theses/LAMBHA_MEENAKSHI_56.pdf.

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9

Cooperkline, Kristen J. "Misconceptions crumble the potential of Native-controlled theatre to deconstruct non-Native Americans' perception of Native peoples in the United States /." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1240582844.

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10

Kulanjiyil, Thomaskutty I. "Culture and psychology understanding Indian culture and its implications for counseling Asian Indian immigrants in the United States /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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11

Matthew, Mulamootil Ronnie Bolls Paul David. "Model ethnicity and product class involvement white Americans' attitude toward advertisements featuring Asian-Indian models /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2007. http://hdl.handle.net/10355/4958.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on September 14, 2009). Thesis advisor: Dr. Paul Bolls. Includes bibliographical references.

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12

Murray, Kelly E. "Negotiating Identity Among Second-Generation Indian Americans: A Collaborative Ethnography." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/anthro_hontheses/4.

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This thesis focuses on college-aged second-generation Americans whose parents emigrated to the U.S. from India. The purpose of the study is to examine the ethnic and cultural identities of second-generation Indian Americans in the Atlanta area. This exploratory study is meant to interrogate cognitive boundaries to suggest that identity is not a fixed state but a fluid process that is continually shaped both by the individual and by society. I have amassed data through both video-recorded ethnographic interviews and self-video ethnography yielding visual ethnographic material that supplements the written thesis. During the research period, I posted regularly at www.kellyshonorsthesis.wordpress.com, providing updates on my progress with the research project. Through creating a visual project that is public from the very beginning, I have aimed to achieve transparency as a researcher and to increase visibility for the field of anthropology. In addition, I demonstrate that research collaboration using self-video ethnography can be an effective ethnographic method to give voice to research participants and to reveal nuances not otherwise accessible.

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13

Franco, Jere. "Patriotism on trial: Native Americans in World War II." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/184991.

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The Indian New Deal of the 1930s changed official policy from assimilationist attitudes to acculturation on the reservation and an emphasis on tribal culture. John Collier's program included self-determination in tribal matters and advancements in health, education, and the economy. Despite improvements in these areas, many critics charged that Collier's administration increased bureaucracy and hampered Indian attempts at decision making. The American Indian Federation, one of Collier's most relentless critics and a group with extreme right-wing, Fascist connections, succeeded in publicizing the Indian Bureau's deficiencies but failed to gain many followers among Indians. Native Americans appeared oblivious, puzzled, or overtly hostile to this group which undermined its own efforts with its blatant racism, anti-Semitism, and un-American attitudes which struck at the very heart of American Indian patriotism. This deep-seated patriotism, manifested in World War II by a ninety-nine percent registration for the draft, accompanied a resurgence of tribal sovereignty as Indians demanded the right to refuse to enlist. Based on government violation of treaty rights, this refusal emerged as a philosophical argument, because Native Americans enlisted in numbers comparable to their white peers. Politicians critical of the Indian New Deal exploited the Indian war effort to push their own agenda of reversing the Indian Reorganization Act. The enormous wartime sacrifices and contributions offered by civilian Indians further convinced the public and politicians that Native Americans no longer needed supervision. In postwar America Indians who had willingly given labor, resources, and finances found that their role in America's war would be all too easily forgotten. The Indian veteran and his civilian counterparts soon realized that their fight for freedom did not end in Europe or in the Pacific. When they returned to their homes and encountered injustices which had always existed, Native Americans refused to passively accept these situations. In the 1940s American Indians asserted their rights and began the fight for equality which would continue for the next three decades.

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14

Glover, Geraldine J. "Filial Therapy with Native Americans on the Flathead Reservation." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278741/.

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This study was designed to determine the effectiveness of the 10-week filial therapy model as an intervention for Native American parents and their children residing on the Flathead Reservation in Montana. Filial therapy is an approach used by play therapists to train parents to be therapeutic agents with their own children. Parents are taught basic child-centered play therapy skills and practice those skills during weekly play sessions with their children. The purpose of this study was to determine if filial therapy is effective in: 1) increasing parental acceptance of Native Americans residing on the Flathead Reservation of their children; 2) reducing the stress level of those parents; 3) improving empathic behaviors of those parents toward their children; 4) changing the play behaviors of children with their parents who participated in the training; and, 5) enhancing the self-concept of those children. The experimental group parents (N=11) received 10 weekly 2-hour filial therapy training sessions and participated in weekly 30-minute play sessions with one of their children. The control group (N=10) received no treatment during the 10 weeks. All adult participants completed the Porter Parental Acceptance Scale and the Parenting Stress Index. Child participants completed the Joseph Pre-school and Primary Self Concept Screening Test. Parent and child participants were videotaped playing together in 20-minute videotaped play sessions before and after the training to measure empathic behavior in parent-child interactions and desirable play behaviors in children. Analyses of Covariance revealed that the Native American parents in the experimental group significantly increased their level of empathy in their interactions with their children. Experimental group children significantly increased their level of desirable play behaviors with their parents. Although parental acceptance, parental stress, and children's self concept did not improve significantly, all measures indicated positive trends. In addition, this study gives rise to questions regarding the suitability of current self concept measurement instruments for Native American children and possible cultural differences in parent stress and parental acceptance.

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15

Pathak, Archana A. "To be Indian (hyphen) American : communicating diaspora, identity and home /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1998.

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16

Barto, Ashley N. "Health and Diet Perceptions of American Indian Women in Oklahoma." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574762033475155.

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17

Soni, Sonal H. "Negotiating the self an exploratory study on the gender identity formation of second-generation Asian Indian American women : a project based upon an independent investigation /." Click here for text online. Smith College School for Social Work website, 2007. http://hdl.handle.net/10090/1015.

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Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007
Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 77-80).

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18

Biswas, Paromita. "Colonial displacements nationalist longing and identity among early Indian intellectuals in the United States /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1680042161&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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19

Kell, Keaton. "Massacre on the Plains: A Better Way to Conceptualize Genocide on American Soil." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22663.

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This thesis examines the massacres of the Plains Indian Wars in the United States (1851-1890) and how they relate to contemporary theories of genocide. By using the Plains Indian Wars as a case study, a critique can be made of theories which inform predictive models and genocide policy. This thesis analyzes newspaper articles, histories, congressional investigations, presidential speeches, and administrative policies surrounding the four primary massacres perpetrated by the United States during this time. An ideology of racial superiority and fears of insecurity, impurity, and insurgency drove the actions of the white settler-colonialists and their military counterparts. Still, despite the theoretical emphasis on massacre in genocide theory, massacres on the Plains were relatively rare compared to the use of other genocidal tactics. This demonstrates that contemporary genocide theorists must be careful not to unintentionally limit thinking on genocide to strict military or militia led violence.

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20

Sharma, Manisha. "The Language of Dolls." Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/77497.

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The characters in the short story collection The Language of Dolls spring up from the poor, the resource less multitudes of society. Caught in their culture, locale, and state in life, these characters struggle to manifest their potential to the fullest. In a way, they stretch their boundaries and distinguish themselves. Teetering on the verge of a collapse, whether men or women, poor or psychologically impoverished, they all emerge triumphant or often signal ambiguous resolutions. Most of the stories present the struggle of women in adverse circumstances. The Language of Dolls is an act of translation. Set in India and the United States, these stories, characters, their speech, actions, rituals, traditions, setting all are an alien culture fused indelibly to the English language.
Master of Fine Arts

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21

Tahmahkera, Dustin. "Representations of Redface: Decolonizing the American Situation Comedy’s “Indian”." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1181226037.

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22

Garner, Sandra L. "What Sort of Indian Will Show the Way? Colonization, Mediation, and Interpretation in the Sun Dance Contact Zone." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281961865.

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23

Kwiatek, Deirdre Marisa. "Playing Indian, a consideration of children's books by Native North Americans, 1900-1940." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0013/NQ35213.pdf.

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24

Bergseth, Amy Dianne. "'Reversing the Gaze' with Early Native American Visual Imagery." Miami University Honors Theses / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1208967647.

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25

Ruhl, Melissa. ""Forward You Must Go": Chemawa Indian Boarding School and Student Activism in the 1960s and 1970s." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11484.

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vii, 122 p. : ill.
High school student activism at Chemawa Indian School, a Native American boarding school in Oregon, transformed the curriculum, policies, and student life at Chemawa. Historians have neglected post-WWII boarding school stories, yet both the historical continuities and changes in boarding school life are significant. Using the student newspaper, the Chemawa American, I argue that during the 1960s, Chemawa continued to encourage Christianity, relegate heritage to safety zones, and rely on student labor to sustain the school. In the 1970s, Chemawa students, in part influenced by the Indian Student Bill of Rights, brought self-determination to Chemawa. Students organized clubs exploring Navajo, Alaskan, and Northwest Indian cultures and heritages. They were empowered to change rules such as the dress code provision dictating the length of hair. When the federal government threatened to close Chemawa many students fought to keep their school open even in the face of rapidly declining enrollment rates.
Committee in charge: Dr. Ellen Herman, Chairperson; Dr. Jeffery Ostler, Member; Dr. Brian Klopotek, Member

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26

Michaud, Kristen L. "Japanese American Internment Centers on United States Indian Reservations: A Geographic Approach to the Relocation Centers in Arizona, 1942-1945." Connect to this title, 2008. http://scholarworks.umass.edu/theses/185/.

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27

Bhatt, Pooja. "Differentiation of self and marital adjustment within the Asian Indian American population." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001bhattp.pdf.

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28

Kachur, Curtis. "The Freedom and Privacy of an Indian Boarding School's Sports Field and Student Athletes Resistance to Assimilation." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1510234437881951.

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29

Simani, Ellis. "Comparing Economic Success Among West Indian Immigrants and African Americans: Implications for Affirmative Action." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1667.

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This paper examines the causes for socioeconomic variation between African Americans and West Indians in the United States, focusing primarily on New York City. Nearly 2 million African Americans live in New York, 30 percent of whom are black immigrants, and likely another 15 percent that are the children of these foreign-born individuals. I provide an overview of the socioeconomic positions of both groups, focusing especially on residential patterns, labor market participation, and educational attainment. I then compare leading theories used to explain West Indian success, arguing that selective United States immigration practices account for most variation both between the two groups and also within the West Indian immigrant population itself. The success of many black immigrants, including West Indians, is attributed to their motivation and ability to leave their home country and pursue opportunities abroad, rather than by virtue of being born of their individual culture. Selective immigration practices have privileged many West Indians who’ve settled in the country, especially in regard to educational attainment. Critiquing current affirmative action programs, I offer policy suggestions to ensure restitution for African Americans who remain persistently disadvantaged by the legacies of slavery.

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30

Marunich, James R. "Process Metaphysics in the Far West: American Indian Ontologies." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1305650448.

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31

Updike, Ann Sutton. "Materiality Matters: Constructing a Rhetorical Biography of Plains Indian Pictography." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1416670234.

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32

Schwartz, Tracy. "Shaping Whiteclay: Agency and Desire in the Preservation of American Indian Sites." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18381.

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Historic preservationists have struggled with how to best interpret the diverse history of the United States. This is especially true when faced with sites that represent the continued colonization of American Indian populations. While preservationists are continually striving to provide a more inclusive history, historic sites remain where preservationists are omitting Native voice, perpetuating stereotypes, and telling history with an emphasis on damage within communities. Whiteclay, Nebraska offers a case study of a site with a complex history where multiple cultures have embedded the same place with different meaning. This thesis argues that through the incorporation of agency, the challenging of stereotypes, and the addition of desire-based research into the historic preservation field, a re-interpretation of Whiteclay, as well as other sites with multifaceted pasts, can emerge and places of colonization can become places of healing.

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33

Walters, Samuel P. "Legal Associations: Modern United States Indian Policies and their Seventeenth-Century Antecedents." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/33427.

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After establishing its first permanent colony in North America, the English government in the seventeenth-century began creating a legal context for their relationship with the Native Americans living in close proximity to the colonists. In a similar fashion, the United States government, immediately following independence from Great Britain, focused on developing policies to address its legal relationship with the Native American nations that resided within and on the borders of the United States. By examining the statutes, treaties, and court rulings regarding North American Indians used by both the United States and England, this thesis will highlight the close similarities that exist between modern federal policies and seventeenth-century English policies. Each chapter focuses on an important modern United States Indian policy and then presents corresponding evidence from seventeenth-century legal sources.
Master of Arts

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34

Teemant, Marie Elizabeth, and Marie Elizabeth Teemant. "The North American Indian Reframed: The Photography of Edward S. Curtis in Context with American Art and Visual Culture." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/621850.

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The purpose of this thesis is to examine the photographer Edward Sheriff Curtis and his primary photographic body of work, The North American Indian, within the context of the art and visual culture that informed and influenced Curtis in his image making process. Within the history of photography, an understanding of who Curtis was is complex. Depictions of Curtis have included various roles including photographer, businessman, philanthropist, artist, ethnologist, capitalist, and profiteer. Until the last twenty years, much of the scholarship surrounding Curtis was focused on his biography, without consideration to the similarities Curtis's work had to contemporary photographers or to American art depicting Native Americans prior to him. My research will examine this prior scholarship and focus on two different frameworks The North American Indian fits into in terms of how the Native subjects are depicted. The first framework is within the influential artwork of American painters and the Native American as incorporated into American art. I will compare Curtis's depiction of Native Americans to those by Benjamin West, Thomas Cole, and George Catlin. All three of these painters included Native Americans in their work at varying levels and for various purposes. While Curtis was working in a different medium, the ways in which he framed and posed his subjects exhibits his awareness in continuing the expected Native American image. The second framework considers The American Indian and its parallels to missionary albums (used to promote missionary work among non-Christian people) as well as a Carlisle School yearbook (used to promote the school's mission in educating and acclimating its students from tribes across the country). In addition to the three types of objects being created in the first two decades of the twentieth century, they also share a relationship through the use of photographs and words to convey a meaning the images alone could not accomplish. Native Americans have been used to symbolize the American continent since the first Europeans laid claim to the land. Curtis is only one of many artists who turned their attention to native subjects and attempted to create an understanding of who they were. A more nuanced understanding of Curtis and his work surfaces through acknowledging the ways in which The North American Indian functions similarly to other works depicting Native Americans.

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35

Schein, Marie-Madeleine. "The Evolution of Survival as Theme in Contemporary Native American Literature: from Alienation to Laughter." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278840/.

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With the publication of his Pulitzer Prize winning novel, House Made of Dawn. N. Scott Momaday ended a three-decade hiatus in the production of works written by Native American writers, and contributed to the renaissance of a rich literature. The critical acclaim that the novel received helped to establish Native American literature as a legitimate addition to American literature at large and inspired other Native Americans to write. Contemporary Native American literature from 1969 to 1974 focuses on the themes of the alienated mixed-blood protagonist and his struggle to survive, and the progressive return to a forgotten or rejected Indian identity. For example, works such as Leslie Silko's Ceremony and James Welch's Winter in the Blood illustrate this dual focal point. As a result, scholarly attention on these works has focused on the theme of struggle to the extent that Native American literature can be perceived as necessarily presenting victimized characters. Yet, Native American literature is essentially a literature of survival and continuance, and not a literature of defeat. New writers such as Louise Erdrich, Hanay Geiogamah, and Simon Ortiz write to celebrate their Indian heritage and the survival of their people, even though they still use the themes of alienation and struggle. The difference lies in what they consider to be the key to survival: humor. These writers posit that in order to survive, Native Americans must learn to laugh at themselves and at their fate, as well as at those who have victimized them through centuries of oppression. Thus, humor becomes a coping mechanism that empowers Native Americans and brings them from survival to continuance.

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Katonak, Rachel Lynn, and Rachel Lynn Katonak. "Understanding the Pain Experience of Native Americans: A Qualitative Descriptive Study." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/626614.

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Background. Pain is the most commonly reported symptom in primary care and is estimated to affect over 110 million people in the United States. Increased pain severity and occurrence and inadequate treatment of pain is linked to being a minority, healthcare access, socioeconomic status, age and gender. Outcomes of pain include costs, healthcare utilization, functional changes, and quality of life. Gaps in knowledge exist regarding the American Indian (AI) chronic non-malignant pain experience, management and outcomes. Objective. The purpose of this research is to describe Northern New Mexico (NNM) AIs chronic pain experience, intervention strategies, and outcomes. Methods. This study utilized a qualitative descriptive (QD) design, with in-depth, one-on-one interviews with semi-structured interview questions. A sample of 14 Native Americans were interviewed for this study. A questionnaire was used to collect demographic data. Domain, taxonomic and content analyses were utilized to gain a highly nuanced description of the research topic. Results. The participants provided rich qualitative data regarding chronic pain experience, management strategies and outcomes. Frequent pain experiences included the body as a confining entity, body awareness, unpredictability of pain, and psychological outcomes. AIs in the study utilize a variety of biomedical, professional and self-care interventions. Outcomes discussed were functional status, costs, healthcare utilization, and quality of life. Outcomes. The goal of this research is increased understanding of the chronic pain experience through the perspective of those experiencing it. Findings will be submitted to the University of Arizona dissertation library, disseminated across relevant peer-reviewed journals focused on pain and pain management, and presented to appropriate groups and organizations.

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37

Weatherford, Jessica A. "A Hard Kick between His Blue Blue Eyes: The Decolonizing Potential of Indigenous Rage in Sherman Alexie’s “The Business of Fancydancing” and “Indian Killer”." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1250789641.

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38

Gholkar, Radha V. "Substance abuse in two generations of Indian-Americans as a function of marginalization and perceived discrimination." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7312.

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Thesis (M.A.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Dept. of Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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39

Thomas, Sheeba. "Asian Indian College Students: Relationship between Parent–Child Communication Difficulties and Internalization." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1416309293.

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40

Isenhower, Zachary Charles. "Fading roles of fictive kinship: mixed-blood racial isolation and United States Indian Policy in the Lower Missouri River Basin, 1790-1830." Thesis, Kansas State University, 2012. http://hdl.handle.net/2097/13596.

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Master of Arts
Department of History
Charles W. Sanders
On June 3, 1825, William Clark, Superintendent of Indian Affairs, and eleven representatives of the “Kanzas” nation signed a treaty ceding their lands to the United States. The first to sign was “Nom-pa-wa-rah,” the overall Kansa leader, better known as White Plume. His participation illustrated the racial chasm that had opened between Native- and Anglo- American worlds. The treaty was designed to ease pressures of proximity in Missouri and relocate multiple nations West of the Mississippi, where they believed they would finally be beyond the American lust for land. White Plume knew different. Through experience with U.S. Indian policy, he understood that land cessions only restarted a cycle of events culminating in more land cessions. His identity as a mixed-blood, by virtue of the Indian-white ancestry of many of his family, opened opportunities for that experience. Thus, he attempted in 1825 to use U.S. laws and relationships with officials such as William Clark to protect the future of the Kansa. The treaty was a cession of land to satisfy conflicts, but also a guarantee of reserved land, and significantly, of a “halfbreed” tract for mixed-blood members of the Kansa Nation. Mixed-blood go-betweens stood for a final few moments astride a widening chasm between Anglo-American and native worlds. It was a space that less than a century before offered numerous opportunities for mixed-blood people to thrive as intermediaries, brokers, traders, and diplomats. They appeared, albeit subtly, in interactions wherever white and Native worlds overlapped. As American Indians lost their economic viability and eventually their land, that overlap disappeared. White Plume’s negotiation of a reserve for his descendants is telling of a group left without a place. In bridging the two worlds, mixed-bloods became a group that by the mid-nineteenth century was defined as “other” by Anglo-American and Indians alike. This study is the first to track these evolving racial constructs and roles over both time and place. Previous studies have examined mixed-blood roles, but their identity is portrayed as static. This study contends that their roles changed with the proximity and viability of full-blood communities with which white officials had to negotiate.

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Williamson, Raya. "A Movement for Authenticity: American Indian Representations in Film, 1990 to Present." Kent State University Honors College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1494330075140438.

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Graham, Charlene Jeanette. "Coloring an investigation of racial identity politics within the Black Indian community /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11272007-165502/.

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Thesis (M.A.)--Georgia State University, 2007.
Title from file title page. Denise A. Donnelly, committee chair; Elisabeth O. Burgess, Joseph B. Perry, committee members. Electronic text (105 p.) : digital, PDF file. Description based on contents viewed Apr. 1, 2008. Includes bibliographical references (p. 91-97).

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Downing, Brandon C. "“`An Extream Bad Collection of Broken Innkeepers, Horse Jockeys, and Indian Traders’: How Anarchy, Violence, and Resistance in Eighteenth-Century Pennsylvania Transformed Provincial Society”." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1423580910.

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Shah, Sheetal R. "The impact of acculturation and religion on intergenerational family conflict for second generation Hindu Asian Indian Americans /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1203580931&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Capurso, Michael Philip. "“The light in which we are”: Evolution of Indian identity in the schooling of Native Americans in the United States." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2361.

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Schooling provided to Native American children in the United States has been portrayed by many native and nonnative scholars as a major factor in undermining traditional languages and cultures, and as playing a role in the perpetuation of generational poverty and marginalization in indigenous communities. Historical accounts also suggest that schools have been settings for the emergence of an intertribal identity and shared political agenda that has been instrumental in generating Red Power activism and maintaining the sovereignty of North America's first nations into the 21 st century. This heuristic study draws upon the ethics of alterity in the philosophy of Emmanuel Levinas to refract testimony from interviews with elders who attended boarding schools in the 1930s and 40s, student activists who staged an occupation of a native college in 2005, and educators working in tribal, public and federal schools, to shed light on native perceptions of how the continuing evolution of Indian identity in teaching and learning is contributing to a revitalization of heritage lifeways.

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Hodge, Adam R. "Vectors of Colonialism: The Smallpox Epidemic of 1780-82 and Northern Great Plains Indian Life." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1239393701.

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Thesis (M.A.)--Kent State University, 2009.
Title from PDF t.p. (viewed March 3, 2010). Advisor: Kevin Adams. Keywords: Great Plains; Native Americans; Indians; smallpox; disease ecology; Northern Plains; epidemic; environment; climate; warfare; Sioux; Shoshone; Mandan; Arikara; Hidatsa; Crow; Cree; Assiniboine; Blackfoot; horse; firearm; Hudson's Bay Company; traders; fur. Includes bibliographical references (p. 196-203).

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Henry, Beulah. "L'expression de l'indianité chez les écrivains de la diaspora indienne de la Caraïbe." Villeneuve d'Asq : Presses universitaires du Septentrion, 2002. http://catalog.hathitrust.org/api/volumes/oclc/48112513.html.

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Singh, Karmjit. "Post-positivist study exploring the resettlement experience of professional Asian Indian women." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1329.

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Nees, Heidi L. ""Indian" Summers: Querying Representations of Native American Cultures in Outdoor Historical Drama." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1352840321.

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Shimray, Edward W. "Developing a cross-cultural relational evangelism training program in an Asian Indian mission church." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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